Course specification and structure
Undergraduate Course Structures Postgraduate Course Structures

UDCMDVFY - BSc (Hons) Community Development and Leadership (including foundation year)

Course Specification

Validation status Validated
Highest award Bachelor of Science Level Honours
Possible interim awards Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science, Preparatory Diploma, Preparatory Certificate
Total credits for course 480
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Social Professions
Subject Area Social Work
Attendance options
Option Minimum duration Maximum duration
Part-time 6 YEARS 8 YEARS
Full-time 4 YEARS 8 YEARS
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The foundation year of the four-year Community Development and Leadership degree helps prepare students with non-traditional qualifications, lower UCAS points and mature students wanting to return to education, for level 4 study at undergraduate level. It teaches students the academic study skills, digital skills, research techniques and critical thinking that they will need for undergraduate study as well as introducing them to basic ideas, approaches and themes in social sciences and their pathway choice. The foundation year also aims to develop their independent learning, supporting them to become confident and proactive students, able to operate effectively at undergraduate level within a large university.

The BSc Community Development and Leadership is an innovative and intellectually challenging course. It is designed for those who are working, or wish to work in a wide range of professional roles in the voluntary, public and private sectors. The course integrates theoretical content on the nature of community with practical experience of working with diverse individuals and communities. Throughout the course, students are invited to reflect on real life practice and case studies in community development. There is also a strong emphasis on leadership and management theory and practice.

The focus of the course is working with diverse individuals to empower them to improve their lives, and the lives of their families and communities. This could include the health, education and housing of local people, the enrichment of their neighbourhoods , integration and access to various services

Students benefit from the validation of the course by two professional bodies: the Endorsement and Quality Standards Board for Community Development Learning and the Chartered Institute of Housing.

The course is delivered through a mixture of taught sessions, group work and independent learning. Teaching, learning and assessment reflect the integration of theory and practice on the programme

Course aims

The preparatory level 3 year aims to support and prepare students to become "undergraduate ready". This will be done by equipping them with the necessary knowledge and understanding in social sciences and their pathway choice, the key digital and academic skills in order to communicate their ideas effectively (orally and in writing), using an appropriate academic style, that will allow them to progress onto level 4. It also aims to develop their understanding of different assessments and learning and teaching styles in HE and to build their confidence by experiencing and understanding theories and knowledge through personalisation and reflective learning techniques.

The wider course aims:

1. To offer a course relevant to a range of careers in the area of voluntary and community sector management as well as a range of partnerships with statutory and/or private organisations.

2. To develop students’ employability through a focused emphasis on integrating theory and practice, and through the promotion of professional behaviour and membership of professional bodies

3. To facilitate the acquisition of a range of social, cultural and management theories and discourses relating to issues of policy, practice and action affecting communities.

4. To enable students to identify and communicate effectively public policy and public sector management issues arising out of political, economic, historical, cultural, social and technological changes.

5. To enable students to understand the ethical dimensions of and tensions inherent in public policy making and implementation.

6. To enable students to engage in progressively rigorous comparative theoretical analysis.

7. To facilitate the development of knowledge, understanding and practical skills involved in social investigation and/or community project development, apply their learning by choosing appropriate qualitative and quantitative research and project design and data collection methods.

8. To enable students to make dispassionate use of data as evidence in assessing priorities, seeking funding bids and quality assurance processes.
9. To facilitate the ability of students to plan and execute an independent, in-depth piece of work.

10. To enable students to apply and reflect on their learning during work placements and/or voluntary work in the context of cultural diversity and social exclusion, and hence engage in self-evaluation.

Course learning outcomes

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of community development and leadership, 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 Community Development and Leadership

2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Community Development and Leadership

3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Community Development and Leadership, 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 Community Development and Leadership);

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

Module Code

Course Learning Outcome LO1-LO9

Principle QAA benchmark statements

Youth and Community Work

Assessment strategy

At level 3 students will be thoroughly prepared for a range of different assessments to give practice in the types of assessments they will face at higher levels. Examples include research reports, inclass tests, written portfolios, individual oral presentations, group led seminars, literature reviews and essays. These assessments are spread over 8 15 credit modules which allows for early assessment and feedback, giving students a clear sense of progress at the end of semester one. Students have opportunities in all level 3 modules for formative feedback via draft submissions and one to one tutorials, which focus on strategies to improve their work and reflect on their strengths and weaknesses. Further formative feedback is received through regular short in class and online tests, peer assessment and discussions and tutor oral and written responses.

Assessment throughout the course links theory and practice. Students are encouraged to reflect on their own professional practice, progress and achievements. This includes: learning logs, case studies, employment-related tasks, essays, presentations and reports.

In the final year, students focus on the specific interests they have developed in the first two years through, for example, the placement and dissertation

The course promotes learning through a wide range of assessments. The assessments are informed by learning outcomes, and by professional requirements. The focus of assessment is to allow students to demonstrate a range of subject-related, transferable and professional skills. Student progression is measured and promoted through the use of timely formative and summative assessments.

Organised work experience, work based learning, sandwich year or year abroad

A process of development planning is embedded in the course design where case studies and other materials are used to reflect on the implications for real-life situations and organisations.

This includes visits to organisations in the field as well as speakers from a variety of organisations. It enables students to reflect on their learning, develop planning skills and relate their learning to their professional development and future learning activities.

Second year students will engage in structured work-related activities. In the 3rd year students undertake a work placement in a relevant organisation, design and carry out a piece a relevant research project and draw up plans for a social enterprise.

Course specific regulations


Modules required for interim awards

See para 22

Arrangements for promoting reflective learning and personal development

Throughout the foundation year students will be required to reflect on their learning, identify areas of strength and weakness and develop action plans in response to these reflections. This will occur informally through tutor and peer feedback and also formally through reflective writing as part of the assessments and the written and oral response from tutors to this. We expect that through this experience of reflective learning, students will start to understand the value of being proactive, independent learners, ready for their first year of undergraduate study.

Reflective learning and personal development are core to the values and principles of Community Development. As such, personal development planning and reflective learning, reflective practices, target setting, review and self-assessment are embedded throughout the course. A range of activities ask students to apply these to themselves, their personal aspirations, their work/volunteering experience, and future work in a community context. Opportunities for collaborative learning are designed to enable students to progress from being a passive to an active and reflective learner in control of own learning and to support others in making developmental decisions and choices.

Other external links providing expertise and experience


Career, employability and opportunities for continuing professional development

The course has extensive contacts with employers and voluntary groups. Students benefit from regular guest speakers from a range of professions, and from engagement with the University Careers Service. Transferable and employability skills are mainstreamed in core modules, and a bespoke employability module is offered to students. A number of modules, including the placement, require students to have contact with employers and produce career-specific work

Students are provided with opportunities to meet with employers in areas such as health, crime reduction, social care, housing, community education, women's projects, BME projects and youth projects. Students choose their work placement and this can lead to a wide range of careers.

Career opportunities

Graduates from community development and youth related courses can enter a wide range of careers including social research, community work, counselling, teaching, youth justice and social policy.

Entry requirements

In addition to the University's standard requirements, you should have:

  • at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
  • English Language GCSE at grade C (grade 4) or above (or equivalent)

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

If you are a mature student with significant work experience, you are invited to apply for this course on the basis of the knowledge and skills you have developed through your work.

Official use and codes

Approved to run from 2019/20 Specification version 1 Specification status Validated
Original validation date 24 Sep 2019 Last validation date 24 Sep 2019  
JACS codes
Route code CMDVFY

Course Structure

Stage 1 Level 03 September start Offered

Code Module title Info Type Credits Location Period Day Time
IF3050 Critical Thinking Core 15 NORTH AUT MULT  
          NORTH SPR MULT  
IF3058 Reflecting on Self and Society Core 15 NORTH AUT MULT  
          NORTH SPR MULT  
IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SUM MULT  
          NORTH SPR MULT  
IF3060 Researching Discrimination Core 15 NORTH AUT MULT  
          NORTH SPR MULT  
IF3061 Researching Inequality Core 15 NORTH SPR MULT  
          NORTH SUM MULT  
IF3063 Media, Crime and 'Race' Core 15 NORTH AUT MULT  
          NORTH SUM MULT  
IF3067 Introduction to Community and Society Core 15 NORTH SPR FRI AM
IF3073 Interventions for Change Core 15 NORTH SPR MULT  
          NORTH SUM MULT  

Stage 1 Level 03 January start Offered

Code Module title Info Type Credits Location Period Day Time
IF3050 Critical Thinking Core 15 NORTH SPR MULT  
IF3058 Reflecting on Self and Society Core 15 NORTH SPR MULT  
IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SUM MULT  
          NORTH SPR MULT  
IF3060 Researching Discrimination Core 15 NORTH SPR MULT  
IF3061 Researching Inequality Core 15 NORTH SPR MULT  
          NORTH SUM MULT  
IF3063 Media, Crime and 'Race' Core 15 NORTH SUM MULT  
IF3067 Introduction to Community and Society Core 15 NORTH SPR FRI AM
IF3073 Interventions for Change Core 15 NORTH SPR MULT  
          NORTH SUM MULT  

Stage 2 Level 04 October start Offered

Code Module title Info Type Credits Location Period Day Time
SS4000 Cultures, Identity and Difference Core 30 NORTH SPR+SUM TUE PM
SS4011 Principles of Community Work Core 30 NORTH AUT+SPR THU PM
SS4018 Introduction to Self-Leadership Core 30 NORTH AUT+SPR TUE AM
SS4039 Introduction to social problems Core 30 NORTH SPR+SUM MON PM

Stage 3 Level 05 September start Offered

Code Module title Info Type Credits Location Period Day Time
SS5002 Human Rights, Social Justice and Diversity Core 30 NORTH AUT+SPR TUE AM
SS5017 Researching Youth and Community Issues Core 30 NORTH AUT+SPR TUE PM
SS5018 Management and Leadership in Youth and Communit... Core 30 NORTH AUT+SPR WED AM
SS5060 Employability in the Community Sector Option 15 NORTH SPR WED PM
SS5065 Communities in Transition Option 15 NORTH AUT WED PM
SS5068 Disability and Inclusion Option 15 NORTH SPR WED PM
SW5056 Inter-Professional Practice Option 15 NORTH AUT MON PM

Stage 4 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
SS6001 Development and Social Enterprise Core 30 NORTH AUT+SPR WED PM
SS6P06 Community and Youth Dissertation Core 30 NORTH AUT+SPR WED AM
SS6W01 Work Placement for Professional Development Core 30 NORTH AUT+SPR WED AM
SS6009 Management and Supervision in Youth and Communi... Option 30 NORTH AUT+SPR TUE PM
SS6057 Homelessness and Housing Policy Option 15 NORTH AUT THU AM
SS6058 Housing Issues and Housing Solutions Option 15 NORTH SPR THU AM