UDEDSCPL - BA Education and Social Policy
|Highest award||Bachelor of Arts||Level||Honours|
|Possible interim awards||Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Social Professions|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
Teaching and learning strategies
Education and social policy, as disciplines, lend themselves to a variety of teaching and learning styles and these are reflected in the variety of delivery and assessment tools employed throughout the course. Traditional lectures, seminars and presentations are supplemented by group work and case study approaches. Key information will also be available through the virtual learning environment (VLE) – in conjunction with online test and assessment, discussions, and feedback. All this is to develop informed, confident and responsible learners, equipped with the knowledge, skills, understanding and critical instincts to take on the challenges of working in education, social policy and welfare. Students are supported directly by their module tutors as well as the School of Social Science’s three Learning Mentors. The mentors respond to student identified needs as well as setting out a programme of study development. The University also identifies opportunities for students to be guided and mentored by their peers through the Success Coach scheme.
Combining the study of education with social policy enables students to examine important aspects of educational institutions and the professional values, practices and policies that shape and inform them. The course combines the best of study with the particular context of social professions with insights afforded by critical social science. Course tutors are actively involved in writing and publishing material that informs students’ learning.
The overall aims of the Education and Social Policy course are
• To educate students for employment as critical professionals within education and social policy settings;
• To provide students with substantive education and social policy knowledge in modules that address multi-disciplinary concerns and are directly relevant to a variety of public issues and professional debates;
• To develop students’ ability to critically assess and evaluate relevant theories and concepts, and being able to communicate their ideas while also devising and sustaining their arguments;
• To enable students to gain practical experiences to apply, review, consolidate, and extend their knowledge and understanding;
• To encourage students to exercise initiative and responsibility for their own learning;
• To offer students a foundation for further training and post-graduate scholarship.
The above aims are met by
• Encouraging students to develop a critical appreciation of education and social policy knowledge;
• Providing a varied range of teaching and learning experiences;
• Adopting effective formative and summative assessment methods;
• Arranging appropriate learning resources and student support.
Course learning outcomes
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Education and Social Policy, including a coherent and detailed knowledge of some specialist areas in depth.
On successful completion of this course students will be able to:
1. deploy accurately established techniques of analysis and enquiry within Education and Social Policy;
2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Education and Social Policy;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Education and Social Policy, recognising the uncertainty, ambiguity and limits of knowledge;
4. manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Education & Social Policy);
5. apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
6. critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
7. communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
8. exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
9. undertake appropriate further training of a professional or equivalent nature
Course learning outcomes / Module cross reference
Learning Outcomes cover LO1-9
Principle QAA benchmark statements
The variety of modules and teaching styles used throughout the course is reflected in the variety of assessment tools employed – seen examinations, essays, reflections, evaluations, reports, reviews, case studies, presentations and blended learning exercises. In each of these, transferrable skills are embedded. Formative feedback is provided at key stages of each module to facilitate students’ progression over the year. Oral feedback is given in groups and in one-to-one sessions with students. Supportive and guiding written commentary is also provided. Assessment guidelines and criteria are posted on the VLE in good time for students to complete their tasks.
Organised work experience, work based learning, sandwich year or year abroad
At Level 5, students have the opportunity to take a 15-credit year-long module (SS5081 Education: Experiential Learning) that enables them to undertake a period of work-based learning within an appropriate organisation, and to gain credit for that learning. Students are encouraged to apply, test and extend the knowledge that they have gained through their programme to enhance and extend their understanding of professional educational practice. On successful competition of the module, students will be able to illustrate how the work-based learning experience has strengthened, altered or provided an enhanced way of understanding educational practice/policy.
Level 6, SS6W51 Social Policy Placement (Subject to approval at Periodic Review). This 15-credit module places students with an appropriate community partner who will enable them to apply their learning to a relevant work-based setting. Using a model of Accredited Work-Based Learning (AWBL), students will draw up a learning contract with the employer and have specific tasks that are substantive and joined to their university studies. Social policy has a number of established partnerships, which guarantee substantive engagement in a practical way with the issues that students have been studying. These organisations include, the CPAG, The Selby Trust, Citizens Advice, LEAP, Jump Programmes and many more similar organisations where the links have already been made and the criterion for the work placements agreed.
Arrangements for promoting reflective learning and personal development
The Education and Social Policy course progresses from a general introductory level to the development of more specialist areas and concerns, building upon the knowledge, practical skills and experiences gained at each stage. Progression is reflected in different learning outcomes (LO’s) at each level. For example, students are helped from basic skills of description and information gathering at Level 4, through to interpretation and evaluation at Level 5, and finally at Level 6 being able to critically appraise and synthesise evidence.
Level 4 modules provide students with a broad appreciation of the disciplines, issues and debates relating to education and social policy and an introduction to some basic academic and transferable skills involved in studying education and social policy at degree level. This means, at this level, students begin the processes of personal and professional development and start to build up an understanding of key theories and concepts.
At Level 5, students build on the content of the Level 4 core modules and develop their problem-solving, critical thinking and conceptual skills further. The core modules at this level have been designed to facilitate a thorough grounding in key theories and concepts, and related issues. The modules at this level also provide an opportunity for students to gain practical experiences and to develop their academic skills.
At Level 6, the core modules enable students to reflect on the intellectual traditions that have informed their study. The modules at this level also require students to reflect on the current condition of both disciplines, in connection to wider academic and public debates. The final year thesis (dissertation) provides an opportunity for students to consolidate this reflection by bringing together particular substantive areas of interest with practical and theoretical issues involved in social research practice. The final year project provides also an opportunity for students to consider their career development and contribution to the social world in general.
All students are counselled on their choice of their module options and are encouraged to develop academically coherent and personally relevant programmes. Their choices are subject to approval by the Course Leader, in consultation with their Academic Tutor (AT) and other relevant student services.
Career, employability and opportunities for continuing professional development
Career, employability and professional development
Successful completion of the course offers improved career opportunities in three key areas of education and social policy:
(1) Local authority/public sector. Specialist areas such as housing, health, education, equal opportunities, and community work.
(2) Third sector/private sector. Specialist areas such as community organisations, charities, campaigning groups, citizen’s advice, private social care, and housing associations.
(3) Social justice/policing. Specialist areas such as the police service, criminal justice system, rehabilitation, mentoring, and youth offending services.
Other potential career progression includes local authority administration and leadership. The emphasis on social inclusion also opens up opportunities for progression to work in specific career development, e.g. SENCO and inclusion roles, following post-graduate professional qualifications and working experience. There is also a continued demand in ‘associate professional’ roles in the education sector, for example guidance, counselling, community leadership and Pupil Referral Units (PRUs), that this course makes accessible.
This course also acknowledges that many students undertaking the course want to continue on to a PGCE in the Primary sector. The degree meets the requirements for progression to QTS programmes in Primary education and offers these students a foundation upon which strategically informed careers can be constructed.
An Education and Social Policy degree equips you with the skills, knowledge and understanding to take on a rewarding careers such as youth and community work, mentoring, coaching and local authority administration and development.
Typical roles for a graduate might be as a special educational needs coordinator (SENCO) or within a pupil referral units (PRUs).
Some graduates may wish to pursue teaching as a career and endeavour to gain Qualified Teacher Status (QTS). Support from our staff and careful selection of modules can facilitate moving in this direction.
In addition to the University's standard entry requirements, you should have:
- a minimum of grades BBC in three A levels (or a minimum of 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
- English language GSCE at grade C/grade 4 or above
Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.
The course welcomes applicants who through experience and/or personal qualities, expressed through interview or personal statement, demonstrate that they will be able to undertake the programme with a strong likelihood of success and thus, be able to meet the requirements for employment in a professional role.
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Official use and codes
|Approved to run from||2014/15||Specification version||1||Specification status||Validated|
|Original validation date||13 Jun 2014||Last validation date||13 Jun 2014|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||X300 (Academic Studies in Education): 50% , L400 (Social Policy): 50%|
Stage 1 Level 04 September start Offered
|SH4000||Communicating with Different Client Groups||Core||30||NORTH||AUT+SPR||MON||AM|
|SS4004||Researching Social Life||Core||30||NORTH||AUT+SPR||TUE||AM|
|SS4007||Social Problems and Social Issues||Core||30||NORTH||AUT+SPR||THU||PM|
|SS4017||Introducing Social Policy||Core||30||NORTH||AUT+SPR||FRI||AM|
|SS4030||Becoming an Educationist: Reading, Writing and ...||Core||30||NORTH||AUT+SPR||THU||AM|
|SS4033||Making Sense of Education||Core||30||NORTH||AUT+SPR||WED||PM|
Stage 1 Level 04 January start Offered
|SH4000||Communicating with Different Client Groups||Core||30||NORTH||SPR+SUM|
|SS4004||Researching Social Life||Core||30||NORTH||SPR+SUM||MON||PM|
|SS4007||Social Problems and Social Issues||Core||30||NORTH||SPR+SUM||FRI||PM|
|SS4017||Introducing Social Policy||Core||30|
|SS4030||Becoming an Educationist: Reading, Writing and ...||Core||30|
|SS4033||Making Sense of Education||Core||30||NORTH||SPR+SUM|
Stage 2 Level 05 September start Offered
|SS5015||Social Problems and Social Policy||Core||30||NORTH||AUT+SPR||MON||AM|
|SS5034||Education Policy in Historical and Social Contexts||Core||30||NORTH||AUT+SPR||TUE||PM|
|SS5081||Education: Experiential Learning||Core||15||NORTH||AUT+SPR||WED||PM|
|SS5005||Youth, Resistance and Social Control||Option||30||NORTH||AUT+SPR||THU||AM|
|SS5006||Racism and Ethnicity||Option||30||NORTH||AUT+SPR||FRI||PM|
|SS5030||Knowledge, Ideologies and Curricula||Option||30||NORTH||AUT+SPR||MON||PM|
|SS5077||Religion and Education in Contemporary Society||Option||15||NORTH||AUT||TUE||AM|
|XK0000||Extension of Knowledge Module||Option||30||NORTH||SPR|
Stage 3 Level 06 September start Offered
|SS6000||Comparative and Global Social Policy||Core||30||NORTH||AUT+SPR||TUE||AM|
|SS6010||Philosophy of Education||Core||30||NORTH||AUT+SPR||THU||AM|
|SS6P03||Social Policy Dissertation||Core||30||NORTH||AUT+SPR||TUE||PM|
|SS6011||Inclusion, Education and Equalities||Option||30||NORTH||AUT+SPR||MON||AM|
|SS6057||Homelessness and Housing Policy||Option||15||NORTH||AUT||TUE||AM|
|SS6073||Sport, Education and Society||Option||15||NORTH||SPR||TUE||PM|
|SS6080||Gender and Education||Option||15||NORTH||AUT||MON||PM|
|SS6W53||Sociology and Social Policy Work Placement||Option||15||NORTH||AUT||TUE||PM|
|XK0000||Extension of Knowledge Module||Option||30||NORTH||SPR|