Students dancing together

Childhood and Youth Studies BA (Hons)

Get ready to change the lives of children, young people and their families. With opportunities to take on multiple placements, you’ll create your own ePortfolio: a personalised website featuring examples of your work and reflections on your practice.

University of Portsmouth Connected Degree - 3 year course with 4th year placement

Key information

UCAS code:

L590

Typical offer:

104-112 UCAS points to include a minimum of 2 A levels, or equivalent

See full entry requirements
Study mode and duration
Start date

Showing content for section Overview

Overview

Learn the skills and get the workplace experience to support children and young people with equality at the heart of your practice on this Childhood and Youth studies degree.

You'll discover how factors such as the education system, youth culture and social media affect children's development. You’ll also have the chance to explore optional topics such as outdoor education, safeguarding and the role of play in a child’s development, and to focus your studies on a particular specialism - education and teaching, community and youth/family provision, or leadership and enterprise.

Develop the knowledge and skills to support children with special educational needs (SEN) and those from a care background, making sure no child misses out on the educational and development opportunities available to them.

After the course, you’ll be set for a career supporting children and their families in areas such as youth work, social care and education.

Course highlights

  • Get at least 60 hours of experience working with children in your second year
  • Have the opportunity to do an additional work placement year after your second or third year on this Connected Degree - we're the only UK university to offer flexible sandwich placements for undergraduates
  • Learn from lecturers with diverse professional backgrounds – from youth work and policing to teaching and SEN
  • Gain current insights from your lecturers’ research on themes such as child bereavement and the role of digital tools in supporting learning and wellbeing
  • Study the latest techniques in education, including outdoor learning and Forest School
  • Develop relationships with potential employers through events and workshops with organisations such as an immersive theatre company and a charity that helps children develop life skills through sport
  • Build a professional eportfolio featuring examples of your work – essential for standing out in the job market after the course
  • Get ready for a career in social work with our optional Social Pedagogy pathway – you’ll spend more time on placement and graduate as a ‘Social Pedagogy Practitioner’, endorsed by the Social Pedagogy Professional Association (SPPA)
  • Take advantage of our Institution-Wide Language Programme and learn a foreign language for free as part of your degree, choosing from Arabic, British Sign Language, French, German, Italian, Japanese, Mandarin or Spanish

92%

of graduates in work or further study

(HESA graduate outcomes survey 2020/21)

100%

of students said teaching staff were very good or good at explaining things

(NSS 2023)

Endorsed by:

You can choose modules that lead to the exit award BA Childhood and Youth Studies with Social Pedagogy. This pathway is endorsed by the Social Pedagogy Professional Association (SPPA), which means you can graduate as a "Social Pedagogy Practitioner".

This demonstrates that you meet the SPPA's Standards of Proficiency, which are central to developing relationship-centred, dialogic practice that supports children and young people, particularly those who are vulnerable or disadvantaged.

What career could I build with a childhood studies degree?

Want to work with children? Discover the jobs you could gain with a degree in childhood studies.

Jodie Pinnell 

We get students that come to us and say, I really want to work with children. I want to help. I want to make a difference. It's our job to say, here's all the wonderful things that you can do with children.

At the University of Portsmouth, we have a number of undergraduate Childhood Studies degrees. We have Early Childhood Studies and Childhood and Youth Studies either as a single honours course or with the option to have a combined honours with criminology or with psychology.

Cathryn Barty

This course has three specialisms. They are education and teaching, community and youth/family liaison and leadership and enterprise. The three are embedded throughout the course over three years. It helps you to decide which path you want to pursue after you finish your degree.

Anya Manley

The route that I decided to choose was the education and teaching because I have a passion to be a primary school teacher.

Adam Denman

I wanted to take my career further. I was recommended to go on to the Enterprise course, linked at the University of Portsmouth, in addition to my studies. I managed to participate in masterclasses from external speakers and entrepreneurs in residence, that supported me in setting up my own social enterprise in music education.

Anya Manley

The career options you can do with this course are unlimited, there's so many.

Victoria Blay

One of them is teaching. Whether that be primary teaching, early years in a nursery, secondary school.

Adam Denman

Others work within further education through local colleges. Some of them work within the NHS.

Victoria Blay

There's the prison service, the police service. But obviously through university you understand what your passions are.

Jodie Pinnell

A huge part of their professional practice module is they'll go out and they'll do their placement for a day a week, or they would have done a big extended placement over their summer break.

Victoria Blay

I did two placements. One was within a private prep school and then I worked in another school, which was an alternative provision school. It was really, really enjoyable. It was taking some of what I learnt at uni and putting it into practice and reflecting on that as well.

Ellen Braddick

I think having the placements reassured me that this is something that I definitely want to do. It really helped me a lot to get to the place I am now.

Jodie Pinnell

As part of that, they all inform each other's ideas and co-reflect on their positionality. I can come into this setting and I can make a difference.

Cathryn Barty

What I loved most about the course was the support I received from the lecturers.

Adam Denman

They've had a variety of different backgrounds within their careers. They also have a wide range of contacts within the industry and with local schools and colleges in the Portsmouth region.

Anya Manley

Portsmouth is a good city, you've got a beach five minutes away from the centre of the campus. You've got shops nearby, you've got restaurants. It's a good place to come and study whether you like the culture or just somewhere quiet to sit and just take in the world.

Contact information

Admissions

+44 (0) 23 9284 5566

Contact Admissions

Entry requirements

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BA (Hons) Childhood and Youth Studies degree entry requirements

Typical offers

  • A levels - BBC-BCC
  • UCAS points - 104-112 points to include a minimum of 2 A levels, or equivalent (calculate your UCAS points)
  • T-levels - Merit
  • BTECs (Extended Diplomas) - DMM
  • International Baccalaureate - 25

You may need to have studied specific subjects – find full entry requirements and other qualifications we accept

Selection process

Applicants must pass Enhanced Disclosure and Barring Service (DBS) before starting their professional placement working with children and young people.

English language requirements

  • English language proficiency at a minimum of IELTS band 6.0 with no component score below 5.5.

See alternative English language qualifications

We also accept other standard English tests and qualifications, as long as they meet the minimum requirements of your course.

If you don't meet the English language requirements yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.

We look at more than just your grades

While we consider your grades when making an offer, we also carefully look at your circumstances and other factors to assess your potential. These include whether you live and work in the region and your personal and family circumstances which we assess using established data.

Explore more about how we make your offer

When I was looking through the University of Portsmouth website, there were some lecturers in particular that had really done some amazing work with disadvantaged youths. Within my first year I'd already done two voluntary placements.

Phoebe Dolby, BA (Hons) Childhood and Youth Studies graduate

Your facilities

Colourful plastic children's toys

Play room

Explore childhood experiences and approaches to working with parents and families, using equipment found in nurseries, pre-schools and reception classes.

Sensory room

Use a variety of materials for babies and children to explore sensory stimulation, sensory integration, and therapeutic approaches to play, social work and family partnerships. 

Family suite

Simulate family interactions and explore intervention strategies, and use our Therapeutic Play suite.

Careers and opportunities

There will always be a demand for skilled and knowledgeable professionals to work with children and young people.

As well as specialist expertise, this course helps you develop transferable skills valued by all kinds of employers, such as:

  • teamworking
  • leadership
  • people management
  • contextual communication
  • self-organisation
  • time management
  • resilience

What areas can you work in with a childhood and youth studies degree?

After the course, you could work in areas such as:

  • youth work
  • social care
  • educational welfare
  • probation
  • teaching (with further study)
  • policing

Graduate destinations

Roles our graduates have taken on include:

  • nursery manager
  • family support worker
  • training assessor
  • employability coordinator
  • careers advisor
  • teacher
  • schools liaison officer

Ongoing career support – up to 5 years after you graduate

Get experience while you study with support to find part-time jobs, volunteering opportunities and work experience. Towards the end of your degree and after graduation, you'll get 1-to-1 support from our Graduate Recruitment Consultancy to find your perfect role.
Female student at computer
Futureproof your career

A global survey of 1000 business leaders by the Harvard Business Review [...] found that the skills most in-demand by employers are those in which Social Sciences, Humanities and the Arts graduates specialise – from communication, problem solving and creativity, to research and analysis. 

Ian Diamond, The British Academy

Hear from BA (Hons) Childhood and Youth Studies graduate, Phoebe

Phoebe Dolby graduated in 2018 with a BA (Hons) Childhood and Youth Studies degree from the University of Portsmouth. She is now a Local Authority Education Link Coordinator for the Central Locality in Portsmouth. Find out what Phoebe’s role entails and how she’s applying the skills she learned during her time with us.

Phoebe: My name is Phoebe Dolby and I am the Local Authority Education Link Coordinator for the central locality in Portsmouth. We work to track vulnerable children within Portsmouth and helping those children by ensuring that schools and other services are keeping them safe.

I knew that I wanted to go to university and when I was looking through the University of Portsmouth website, there were some lecturers in particular that had really done some amazing work with disadvantaged youths.

When I was at university, within my first year I'd already done two voluntary placements. Second year I was course rep and started working the open days so I really just immersed myself in the experience and I think that's why I ended up doing so well at the end. It really pushed me to know that I definitely wanted to work with kids within school who were finding it challenging.

I went to a local school in Portsmouth. I wasn't particularly engaged with education until my final year, where I fell pregnant with my son, who's now 13. College or further education, I've never really thought about that, but as my son got older I realised that I wanted to support young people and maybe offer that person to talk to that I maybe didn't have, which would have made such a massive difference.

What makes me proud is seeing kids go from right down there to leaving school with four GCSEs and actually feeling super happy. To anyone that would be thinking about going to university, I would say one hundred percent do it. Even if you feel like you might not be able to or you doubt maybe your academic ability, there's all the support available. If someone like me can go and do it, then anybody can do it. 

Placement year (optional)

In addition to your compulsory placements during year two, you can also choose to do a paid work placement year after your second or third year. This lets you put your new skills to work while developing valuable links with employers.

However long you do a placement for, it’s fantastic for your CV and will really help you stand out when applying for jobs after graduation. Mentoring and support throughout your placement will help you to get the most from the experience.

You could also choose to set up your own business, or take a voluntary placement.

Securing a placement

We’ll help you secure a work placement that fits your aspirations. We have strong links with a wide variety of placement providers including colleges, schools, other educational institutions, and charities in the UK and abroad. 

Previous placement destinations

Previous students have secured placement positions at organisations such as:

  • Active Communities Network – a sport for development charity
  • Home-Start – helping families through challenging times
  • Pompey Pirates – making reading and writing fun
  • National Citizen Service – personal and social development for 16-17 year-olds
  • Primary and secondary schools
  • Motiv8 South – supporting life chances for young people
  • Barnardos

Studying abroad

You can choose to use your placement year to extend your studies abroad. We have close links with universities in countries such as:

  • Australia
  • China
  • Czech Republic
  • Italy
  • Panama
  • Spain
  • Sweden

Modules

Each module on this course is worth a certain number of credits.

In each year, you need to study modules worth a total of 120 credits. For example, four modules worth 20 credits and one module worth 40 credits.

What you'll study

Core modules

The learning outcomes of this module are:
  • Design a viable group research project
  • Evaluate different research methods and paradigms
  • Reflect on the strengths and weaknesses of different research methods and approaches to research
  • Assess a range of qualitative research methods for use in research with children and young people in the social sciences

The learning outcomes of this module are:
  • Describe key elements of how children and adolescents develop from a theoretical perspective
  • Explain how different stages of the growth and development processes are influenced by each other
  • Recognise how external and internal influences (nature, nurture) impact and contribute to the development of self concept in an individual
  • Discuss examples of social, emotional and cognitive development in children

The learning outcomes of this module are:
  • Describe how the development of the British education system has been influenced by social, economic, political and international factors.
  • Distinguish between different types, purposes and practices of educational establishments in the past and in modern times.
  • Reflect on the value systems and ideologies that have influenced the development of British and international education over time.
  • Identify key theoretical influences on British and international educational processes.
  • Draw comparisons on the impact of education and educational change on different people over time.

The learning outcomes of this module are:
  • Identify and examine a range of factors which can impact on human rights and responsibilities.
  • Describe human, moral, legal and political rights, freedoms and equalities.
  • Explain potential inequalities in national and international social policy and make recommendations for change.
  • Situate self and educators within practice to evaluate and inform appropriate and ethical pedagogic approaches.

The learning outcomes of this module are:
  • Appreciate what different disciplines offer for understanding childhoods
  • Discuss issues pertaining to inclusivity
  • Engage in reflection about the topics under discussion
  • Identify key concepts in relation to the study of childhood
  • Engage in reflection on continuing personal, professional, and academic, development

Core modules

The learning outcomes of this module are:
  • Critically assess the use and validity of different theoretical perspectives in understanding and interpreting specific perspectives on children and young people.
  • Examine outcomes of processes of globalisation for children and young people by analysing specific cases.
  • Apply knowledge and understanding of theories of globalisation to relevant cases in the UK and abroad to appraise outcomes for children and young people.
  • Construct and present reasoned analyses of aspects of modern life and processes of globalisation.

The learning outcomes of this module are:
  • Demonstrate skills required for providing age/stage related learning experiences for individuals/groups.
  • Examine theoretical concepts around professional practice and application in the workplace.
  • Employ concepts of reflection to articulate personal and professional development goals.
  • Critically evaluate your learning and experience and relate this to your future goals.

The learning outcomes of this module are:
  • Assess quantitative and qualitative research methodologies and be able to understand which of these to deploy in a research study.
  • Reflect on the main issues around debates of the strengths and limitations of research with children and young people.
  • Analyse research with children and young people.
  • Identify and develop a topic appropriate for in-depth study and consider issues related to ethical and data protection issues.

The learning outcomes of this module are:
  • Analyse notions of youth identity and the influence technology has on identity construction.
  • Evaluate the contribution young people make to society.
  • Critically discuss the role of youth work in supporting young people’s transitions in contemporary society.

Optional modules

The learning outcomes of this module are:
  • Analyse the power of language and illustration in children's stories and picture books.
  • Identify and examine the social and moral issues raised in different types of texts.
  • Compare and contrast the literature published for children and young people.
  • Interpret selected literature through a variety of media.
  • Creatively apply a variety of theoretical frames to analyse children's literature.

The learning outcomes of this module are:
  • Use a social psychology perspective to explore the nuances of children's social development.
  • Take responsibility for your own learning with minimum direction, in independent and group learning.
  • Apply a detailed knowledge of formative social influences in children's lives.
  • Critically analyse the forces and dilemmas which influence how children relate to the world around them.

The learning outcomes of this module are:
  • Discuss the key features of various learning theories/models.
  • Examine how external influences impact and contribute to the development of learning in individuals.
  • Consider how the theories of learning could be applied in an educational context.
  • Demonstrate insight into your own approaches to learning.

The learning outcomes of this module are:
  • Engage with contemporary debates regarding colonialism, decolonisation and its legacies in Europe and Africa.
  • Critically analyse primary and secondary sources.
  • Present a reasoned argument in written form, using appropriate terminology.

Explore this module

The learning outcomes of this module are:
  • Communicate clearly and effectively about social problems and their consequences.
  • Evaluate strategies for addressing forms of inequality and/or sustainability and obstacles to their implementation.
  • Demonstrate the ability to be an effective team player able to support others.

Explore this module

The learning outcomes of this module are:
  • Discuss the ways in which theories of gender and race intersect with other social identities such as class, age, and religion.
  • Critically assess the use of different theoretical perspectives in understanding and interpreting specific discourses related to children and young people in education.
  • Compare and contrast different positions in relation to children and young people’s lives and identities.
  • Identify and analyse gender and race inequalities that exist in today’s educational institutions.

The learning outcomes of this module are:
  • Recognise the varying disciplinary perspectives on the concept of security within a criminological framework.

  • Critically discuss the drivers of societal risk and insecurity.

  • Recognise the nature and impact of economic and political developments.

  • Explain and assess the many forms of threat to the security of states, corporations and individuals.

  • Identify and assess responses to security threats at the global, national, local, corporate and individual levels.

  • Locate, interpret, question and summarise information from a number of different sources.

Explore this module

The learning outcomes of this module are:
  • Assess key theories in intercultural communication research.
  • Collect data/information and analyse it from an intercultural perspective.
  • Research a certain aspect of culture and communication.

Explore this module

The learning outcomes of this module are:

  • Develop an understanding of the big issues and contemporary debates in education and teaching.

  • Apply the fundamental concepts of teaching and learning theory to the planning and evaluation of a lesson plan.

  • Understand the importance of safeguarding children.

  • Reflect on current developments in teaching and learning.

Explore this module

The learning outcomes of this module are:
  • Discuss and reflect upon a range of perspectives related to play for children aged from birth to 12 years of age.
  • Compare and contrast types and forms of children's play.
  • Explore meanings of play in social and educational contexts.
  • Evaluate experiences that enrich the play and learning of children.

The learning outcomes of this module are:
  • Critically discuss key marketing concepts.

  • Retrieve and analyse appropriate real world marketing information.

  • Apply theories of marketing to real world contexts.

  • Distinguish between different forms of communication within the marketing context.

Explore this module

The learning objectives of this module are to be confirmed.

The learning outcomes of this module are:
  • Demonstrate knowledge and understanding of key sources, concepts, ideas, substantive analyses, and contemporary relevance.

  • Demonstrate ability to compare and contrast analytical approaches to the study and explanation of themes and issues explored on the module.

  • Communicate understanding and knowledge of complex ideas, concepts and themes and issues explored on the module clearly, effectively, and creatively.

  • Work effectively, both independently and as a member of a group, to research, prepare and deliver a report.

  • Produce an organised, well-structured and concise answer to an essay question demonstrating critical engagement with relevant texts and analyses.

Explore this module

When you complete this module successfully, you'll be able to:

  • Critically and reflectively engage with literature exploring nationalism from various disciplines.
  • Analyse current political and economic debates surrounding immigration.
  • Evaluate how global inequalities relate to nationalist social and political structures and ideologies.
  • Demonstrate an understanding of how the issues discussed are relevant at micro and macro levels globally.
  • Understand and critically question how nationalism and national identities are often taken for granted in Western societies, and how this relates to contemporary global power relations.

Explore this module

The learning outcomes of this module are:
  • Examine current issues relative to traditional (i.e. print and/or broadcast) media.
  • Empirically analyse media texts in terms of ideological representation.
  • Identify and justify the selection of appropriate media texts and appropriate analytical frameworks in the formulation of a short empirical research project.

Explore this module

When you complete this module successfully, you'll be able to:

  • Know and recognize the varying disciplinary perspectives on the concept of the principles of economic crime investigation within criminological, legal, and economic frameworks
  • Become familiar with the main types of organisations involved in investigating economic crime including SFO, NCA and FCA etc.
  • Identify the different modes of investigative techniques employed in investigating economic crime
  • Analyse information on the investigation techniques employed in real economic crime cases
  • Gather, retrieve, and analyse information from a variety of sources

Explore this module

The learning outcomes of this module are:

  • Reflect on their learning and experience to date and use this as a basis to plan and organise suitable work experience(s) that will enable the development of their professional profile.
  • Propose a programme of learning that enables the development and demonstration of specified professional skills.
  • Critically evaluate their learning and experience and relate this to their future career goals.
  • Communicate the outcomes of their experience through the effective use of reflective practice.

The learning outcomes of this module are:
  • Discuss conceptual and thematic aspects of the literature.
  • Reflect on the ways that subjectivity is formulated at specific periods and is related to place and/or gender.
  • Recognise the materiality and historicity of philosophical and theoretical concepts.
  • Comprehend the significance of perception for the subject and in narrative voice.
  • Define and critically assess key terms and concepts for theoretically-informed literary analysis.
  • Demonstrate critically-informed close reading skills and contextualised literary analysis.

Explore this module

The learning outcomes of this module are:
  • Analyse the concept of social change and the role of young people in bringing about change in the UK and elsewhere.
  • Identify strategies used by activists in the UK and international movements, and analyse the reasons for their success or failure.
  • Consider the practical and ethical concerns for practitioners of social teaching methods when working with young people who want to bring about social change.
  • Develop a researched change plan in response to a contemporary social issue or organisational deficiency using a systems approach.

The learning outcomes of this module are:
  • Formulate a plan to synthesise academic sources and relevant evidence.

  • Critically review the key theoretical and empirical debates about the sociology of education.

  • Interrogate ideas about the sociology of education from a range of relevant sources.

  • Assess the relationship between education and other facets of contemporary society.

  • Evaluate the current state of knowledge of education from a sociological perspective.

The learning outcomes of this module are:
  • Analyse the mechanisms employed in the pursuit of truth, justice and reparation for human rights abuses in selected countries.

  • Analyse the effectiveness of transitional justice mechanisms in selected countries.

  • Analyse how political, social, cultural, and legal factors facilitate or hinder transitional justice in selected countries.

Explore this module

The learning outcomes of this module are:
  • Critically engage with key theories and concepts in the field of personal life.
  • Evaluate methodological approaches to researching personal life.
  • Explore in detail an identified area of interest.
  • Demonstrate learning through oral and written communication.
  • Critically reflect on the learning undertaken.

When you complete this module successfully, you'll be able to:

  • Analyse the different types of wildlife crime and summarise environmental factors
  • Recognise and examine the importance of environmental justice and sustainability
  • Locate, access and engage with information pertinent to environmental justice and wildlife crime
  • Interpret and assess new and existing knowledge
  • Demonstrate intellectual curiosity and identify further opportunities within the subject area

Explore this module

Core modules

The learning outcomes of this module are:
  • Design a viable dissertation.
  • Make use of a range of current research or equivalent advanced scholarship in the relevant field.
  • Deploy established and relevant techniques of analysis and enquiry within an ethical framework to a specific and focussed area relevant to children and young people.
  • Critically evaluate assumptions, arguments and data (which may be incomplete) in order to form a judgement, frame further questions and identify potential solutions.
  • Manage and reflect upon own learning and communicate in writing to a specified audience relevant to either the academic or workplace community.

Explore this module

The learning outcomes of this module are:
  • Critically consider the lived experience of families in need.
  • Analyse relevant theory in relation to family experience.
  • Critically apply knowledge of the context of policy and practice so as to extend understanding of the issues families face, and the social context they experience.
  • Demonstrate confidence in considering complex problems within society.

The learning outcomes of this module are:
  • Critically evaluate the significance of aspirations for young people in the context of social theory.
  • Apply theory to risk factors and current trends in the interpersonal relationships of children and young people to understand links with developmental needs and experiences.
  • Conceptualise the influences that inform the aspirations and interpersonal relationships of young people.

Optional modules

The learning outcomes of this module are:
  • Develop a critical and well informed approach to how best to lead, manage and deliver equitable services for children and families in their work place.
  • Develop knowledge and understanding of the wider philosophical and theoretical principles that underpin leading and managing practice in their field.
  • Evaluate the notion of professionalism when working with children and their families and use critical reflection to explore professional identity.
  • Develop knowledge and understanding of how to apply leadership and management theory to real world situations to provide equitable and outstanding services for children and families.

Explore this module

The learning outcomes of this module are:
  • Analyse the complexities of challenging behaviour in children and young people.
  • Critically assess possible causes of challenging behaviour.
  • Critically review strategies and processes used for managing behaviour across the 0-19 age range.

The learning outcomes of this module are:
  • Critically discuss knowledge of relevant theories, philosophies and concepts about outdoor education
  • Develop a critical awareness of the role of risk in decision making and learning
  • Critically apply theories of adventure learning
  • Critically reflect on the child’s and the practitioner’s experience of outdoor education

When you complete this module successfully, you'll be able to:

  • Develop a critical understanding of the big issues and contemporary debates in education and teaching.
  • Analyse and apply the fundamental concepts of teaching and learning theory to the planning and evaluation of a lesson plan.
  • Understand the importance of safeguarding children.
  • Critically reflect on current developments in teaching and learning.

The learning outcomes of this module are:
  • Examine different concepts and models in relation to mental health issues in children.
  • Reflect on the different sources and risk factors (pathological, social) that play a role in the diagnosis of mental health issues, and critically analyse how they interact.
  • Critically analyse abnormal and disturbing behaviour as context-embedded and normatively defined problems.

The learning outcomes of this module are:
  • Reflect on their learning and experience to date and use this as a basis to plan and organise suitable work experience(s) that will enable the development of their professional profile.
  • Propose a programme of learning that enables the development and demonstration of specified professional skills.
  • Critically evaluate their learning and experience and relate this to their future career goals.
  • Communicate the outcomes of their experience, through the effective use of reflective practice.

Explore this module

The learning outcomes of this module are:
  • Critically review the rationale and theory for current care system policies and practice on children and families.
  • Evaluate the theories related to issues of trauma and resilience developed by children in vulnerable circumstances.
  • Critically explore data related to looking after children and how it informs policy and practice.

Optional modules

The learning outcomes of this module are:
  • Critically reflect on the competencies required within a placement environment.
  • Identify and evaluate the learning experience and the relevance of this learning to future careers and professional development, identifying areas for improvement or further training.
  • Self-evaluate their success in meeting the objectives identified in the learning agreement.

Explore this module

The learning outcomes of this module are:
  • Manage and complete tasks in a study relevant to their course, with an appropriate level of skill, initiative, independence and performance.

  • Critically reflect on the formal learning experience and student ambassadorial role for the University, and consider the relevance of this learning to future study and/or employability and personal development.

  • Critically assess how activities relate to disciplinary knowledge and practice covered on the student's undergraduate course within the global context.

Explore this module

Changes to course content

We use the best and most current research and professional practice alongside feedback from our students to make sure course content is relevant to your future career or further studies.

Therefore, some course content may change over time to reflect changes in the discipline or industry. If a module doesn't run, we'll let you know as soon as possible and help you choose an alternative module.

"Lecturers are supportive as well, if you've got any questions or worries..."

Discover Samantha's highlights of studying a BA (Hons) Childhood and Youth Studies degree, and her favourite part of Portsmouth's beachside location.

Samantha: I love studying my course because I look after all different age ranges so I'm not constricted just to one age range.

The lecturers are supportive as well, so if you've got any questions about assignments or any other worries they're just really supportive.

The one thing I love about Portsmouth is that when things do get a little bit stressful, you've got the beach, and for me that is really relaxing because it's just a place you sit down sometimes and you just look out and you can see the Isle of Wight and it's really lovely and relaxing.

Teaching

Teaching methods on this course include:

  • group-based activities
  • seminars
  • tutorials
  • individual and group presentations
  • projects
  • e-learning
  • interactive lectures

You can access all teaching resources on Moodle, our virtual learning environment, from anywhere with a Web connection.

For more about the teaching activities for specific modules, see the module list above.

For any queries or questions outside scheduled teaching, you can reach teaching staff by email and get a timely response. Most also allow you to drop by their office at set times of the week or by arrangement.

Teaching staff profiles

Jodie Eleanor Pinnell Portrait

Miss Jodie Pinnell

Education and Childhood Subject Area Leader

jodie.pinnell@port.ac.uk

Read more
Simon Leslie Edwards Portrait

Dr Simon Edwards

Senior Lecturer

simon.edwards@port.ac.uk

School of Education, Languages and Linguistics

Faculty of Humanities and Social Sciences

PhD Supervisor

Read more

Assessment

The way you’re assessed may depend on the units you select. As a guide, students on this course last year were typically assessed as follows:

  • Year 1 students: 100% by coursework
  • Year 2 students: 100% by coursework
  • Year 3 students: 100% by coursework
  • Year 4 students: 100% by coursework

Your coursework may include:

  • essays
  • exams
  • presentations and projects
  • a dissertation or major project

We review assessment methods regularly to make sure the way you’re assessed aligns with the latest educational policies and initiatives.

We also put emphasis on allowing you to develop transferable and creative skills through assessment, which you can use in your career – for example by developing your own website or producing a video.

You'll be able to test your skills and knowledge informally before you do assessments that count towards your final mark.

You can get feedback on all practice and formal assessments so you can improve in the future.

How you'll spend your time

One of the main differences between school or college and university is how much control you have over your learning.

We use a blended learning approach to teaching, which means you’ll take part in both face-to-face and online activities during your studies.  As well as attending your timetabled classes you'll study independently in your free time, supported by staff and our virtual learning environment, Moodle.

A typical week

We recommend you spend at least 35 hours a week studying for your degree. In your first year, you’ll be in timetabled teaching activities such as lectures, seminars and workshops for about 11 hours a week. The rest of the time you’ll do independent study such as research, reading, coursework and project work, alone or in a group with others from your course. You'll probably do more independent study and have less scheduled teaching in years 2 and 3, but this depends on which modules you choose.

Term dates

The academic year runs from September to June. There are breaks at Christmas and Easter.

See term dates

Supporting you

The amount of timetabled teaching you'll get on your degree might be less than what you're used to at school or college, but you'll also get support via video, phone and face-to-face from teaching and support staff to enhance your learning experience and help you succeed. You can build your personalised network of support from the following people and services:

Types of support

Your personal tutor helps you make the transition to independent study and gives you academic and personal support throughout your time at university.

As well as regular scheduled meetings with your personal tutor, they're also available at set times during the week if you want to chat with them about anything that can't wait until your next meeting.

You'll have help from a team of faculty learning development tutors. They can help you improve and develop your academic skills and support you in any area of your study.

They can help with:

  • Improving your academic writing (for example, essays, reports, dissertations)
  • Delivering presentations (including observing and filming presentations)
  • Understanding and using assignment feedback
  • Managing your time and workload
  • Revision and exam techniques

As well as support from faculty staff and your personal tutor, you can use the University's Academic Skills Unit (ASK).

ASK provides one-to-one support in areas such as:

  • academic writing
  • note taking
  • time management
  • critical thinking
  • presentation skills
  • referencing
  • working in groups
  • revision, memory and exam techniques

If you require extra support because of a disability or additional learning need our specialist team can help you.

They'll help you to

  • discuss and agree on reasonable adjustments
  • liaise with other University services and facilities, such as the library
  • access specialist study skills and strategies tutors, and assistive technology tutors, on a 1-to-1 basis or in groups
  • liaise with external services

Library staff are available in person or by email, phone, or online chat to help you make the most of the University’s library resources. You can also request one-to-one appointments and get support from a librarian who specialises in your subject area.

The library is open 24 hours a day, every day, in term time.

If English isn't your first language, you can do one of our English language courses to improve your written and spoken English language skills before starting your degree. Once you're here, you can take part in our free In-Sessional English (ISE) programme to improve your English further.

Course costs and funding

Tuition fees

  • UK/Channel Islands and Isle of Man students – £9,250 a year (may be subject to annual increase)
  • EU students – £9,250 a year, including our Transition Scholarship (may be subject to annual increase)
  • International students – £17,200 a year (subject to annual increase)

You won't pay any extra tuition fees to another university for taking part in a study/work abroad activity if you choose to do it for the whole academic year. During a year abroad you'll only have to pay a reduced fee to the University of Portsmouth.

Funding your studies

Find out how to fund your studies, including the scholarships and bursaries you could get. You can also find more about tuition fees and living costs, including what your tuition fees cover.

Applying from outside the UK? Find out about funding options for international students.

Additional course costs

These course-related costs aren’t included in the tuition fees. So you’ll need to budget for them when you plan your spending.

Additional costs

Our accommodation section show your accommodation options and highlight how much it costs to live in Portsmouth.

You’ll study up to 6 modules a year. You may have to read several recommended books or textbooks for each module.

You can borrow most of these from the Library. If you buy these, they may cost up to £60 each.

We recommend that you budget £75 a year for photocopying, memory sticks, DVDs and CDs, printing charges, binding and specialist printing.

 

If your final year includes a major project, there could be cost for transport or accommodation related to your research activities. The amount will depend on the project you choose.

There may be occasional trips for which you will be asked to contribute £25 a trip.

If you take a placement year or study abroad year, tuition fees for that year are as follows:

  • UK/Channel Islands and Isle of Man students – £1,385 a year (may be subject to annual increase)
  • EU students – £1,385 a year, including Transition Scholarship (may be subject to annual increase)
  • International students – £2,875  a year (subject to annual increase)

Apply

How to apply

To start this course in 2024, apply through UCAS. You'll need:

  • the UCAS course code – L590
  • our institution code – P80

Apply now through UCAS

If you'd prefer to apply directly, use our online application form.

You can also sign up to an Open Day to:

  • Tour our campus, facilities and halls of residence
  • Speak with lecturers and chat with our students 
  • Get information about where to live, how to fund your studies and which clubs and societies to join

If you're new to the application process, read our guide on applying for an undergraduate course.

Applying from outside the UK

As an international student you'll apply using the same process as UK students, but you’ll need to consider a few extra things. 

You can get an agent to help with your application. Check your country page for details of agents in your region.

Find out what additional information you need in our international students section

If you don't meet the English language requirements for this course yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.

Admissions terms and conditions

When you accept an offer to study at the University of Portsmouth, you also agree to abide by our Student Contract (which includes the University's relevant policies, rules and regulations). You should read and consider these before you apply.