Course specification and structure
Undergraduate Course Structures Postgraduate Course Structures

UDHSCAFY - BSc (Hons) Health and Social Care (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 Health, Social Care and Early Childhood
Attendance options
Option Minimum duration Maximum duration
Full-time 4 YEARS 8 YEARS
Part-time 6 YEARS 8 YEARS
Course leader  

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

The explicit course philosophy is critical social theory. Students will study material from disciplines related to health and social care in order to expose and critique dominant ideologies and societal structures that lead to poorer outcomes for specific groups and to contribute to improving and protecting the health of people and populations and reducing health inequalities. A key ethos of the course is therefore a central emphasis on social justice and social inclusion.

Consistent with a commitment to producing graduates who challenge exclusionary and discriminatory practice and who bring about lasting social change, critical pedagogy is the dominant teaching and learning approach throughout the course. This involves a collaborative approach which engages students as partners in an inclusive course and which reflects the lived experience of our diverse student body. Teaching and learning will be a dialogic, participative and reflective activity involving problem- and enquiry-based approaches and students will undertake a variety of assessments reflecting the requirements of the workplace and their stage of development.

This approach also reflects a fundamental shift in the nature of the relationship between health and social care service providers and service users. Various new social movements and the rise of consumerism have led to practice which involves a collaborative approach between service users and providers in contrast to a more traditional approach within which practitioners are seen as the experts and users as the passive recipients of their expertise. The nature of the relationship between lecturers and students within the structure and delivery of the programme is designed to mirror this collaborative approach; a case of doing things with people as opposed to doing things to them.

Student achievement will be underpinned by a structured and progressive approach to course design as a whole. Each year of the course identifies a particular stage of student development. Beginning in year one as The Inquiring Student, the second year casts students as Emerging Practitioners before students become Effective Graduates by the end of the course. This also involves spiral elements to the curriculum within which material will be revisited throughout the course to expand and deepen student knowledge and understanding through exposure to content with increasing level of challenge and complexity. This allows for appropriate differentiation of assessment tasks as the course progresses. Extended induction periods at the beginning of key modules in Years One and Three support student achievement through greater orientation to course requirements and the establishment of student learning syndicates, developing group cohesion and a sense of community. Two further key aspects of course design supporting achievement are the Personal and Professional Development (PDP) and Academic Skills & Literacy (ALS) modules delivered in each year. In addition to developing academic skills and literacy specific to the health and social care context, these embedded activities provide explicit support for students’ mental well-being through academic learning enhancement and study skills advice and support provided systematically by personal tutors. Blended learning will form a key means of recognizing student diversity throughout the course and specifically through on-line academic development within the ASL modules.

The Personal and Professional Development modules also contribute to development of student employability. Self-management and empowering activities within these modules develop the values and skills necessary to work effectively in models of service delivery that are themselves empowering. This reflects a growing emphasis on approaches such as co-production, community development, asset-based approaches and social prescribing reflected in course content throughout. The PDP modules address Personal Development Planning and career development and the work-based learning module provides an opportunity for real world experience. This enables students to identify their achievements and articulate these to potential employers.

Teaching and learning will also be supported by extended induction activities at beginning of the first and third year. [This initiative at the beginning of the final year is to integrate students accessing the ‘top-up’ option more effectively to the cohort.] These activities will include:

· a more detailed introduction to course & appropriate modules to highlight integration within and between years

· an introduction to support services

· an overview of the skills necessary for academic success

· icebreaker and team-building exercises to foster personal identity, group cohesion and a sense of community

· research masterclasses delivered by academic team members to highlight centrality of research to professional practice and to create identification with the learning community as a whole

· creation of syndicates [5/6 students] to be used as study groups and basis for small group activity and assessment

Course aims

Students will study theories from disciplines related to health and social care in order to identify and critique dominant perspectives and societal structures that lead to divergent health and social outcomes. Student learning will be orientated to using evidence- and values-based approaches to promoting social justice and social inclusion. Students are engaged as partners in a collaborative and participative approach that reflects the lived experience and diversity of the student body and of the individuals and communities they will be working with as graduates. The course explicitly supports the development of students’ academic skills as well as equipping them with the personal and professional skills necessary not only for their studies but also for successful engagement with graduate level opportunities in the workplace.

The use of case studies, scenarios and narratives will be at the heart of the delivery of this course. This will allow students to revisit more detailed versions of scenarios presented previously in the course and also examine the different aspects of the same scenarios in other concurrent modules.

Course learning outcomes

1. deploy accurately established techniques of analysis and enquiry within Health and Social Care;

2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Health and Social Care;

3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Health and Social Care, 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 Health and Social Care;

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, using key software where appropriate;

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

Principle QAA benchmark statements

The course has been developed in accordance with the QAA Subject Benchmark Statement for Health Studies. See link below:

https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-health-studies.pdf?sfvrsn=7a35c881_4

Assessment strategy

The course includes a range of varied assessment methods and reflects assessment analytics to ensure that assessment methods, learning outcomes and assessment weighting are appropriate and enable students to achieve their potential

In line with the underpinning course philosophy, the course structure and the teaching and learning strategy, the assessment strategy reflects the following principles:

· assessments will allow students to build on and integrate previous knowledge and understanding
· the focus of assessment will be central to a broader emphasis on personal and professional development and employability
· over the period of the course, assessment will enable students to enhance their performance
· assessment load and challenge will be progressive throughout the course and set by reference to appropriate external benchmarks
· students will be provided with opportunities to self- and peer-assess at key points of the course to promote understanding of standards required
· we will provide opportunities for students to engage in meaningful formative assessment
· we will develop assessment competency in both students and staff to ensure shared expectations and understanding of assessment and feedback requirements
· the assessment schedule will be developed with consideration given to reasonable workload demands on both students and staff
· digital literacy will be embedded in all teaching and learning and assessment activities
· whenever feasible, assessments will be submitted and feedback provided in digital form.

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

Becoming Employable is a 15 credit core module at level 5. This module is a work-based module which centres on student’s personal and professional development in order to enhance skills for employment. Students are able to undertake a placement in a constantly expanding range of settings that enable them to acquire the necessary attributes to succeed in graduate level employment. Many students from previous cohorts have gone on to full time employment in the organisation in which they undertook work experience.

Course specific regulations

No requirements to take particular modules to gain specific awards.

Modules required for interim awards

Part time students are subject to the same requirements as their full time counterparts in terms of the modules required to be undertaken for successful completion of the course. Part time timetables to be agreed by individual students in conjunction with academic and administrative support.

Arrangements for promoting reflective learning and personal development

The development of critical thinking and specifically the ability to reflect on experience is crucial within critical theory generally and as explicitly within critical pedagogy. Therefore reflective learning is embedded within all modules as a key component of the teaching and learning approach which is broadly (although not exclusively) focused on problem- and enquiry-based learning. However, to ensure that students are given every opportunity to develop skills of reflection, these are explicitly addressed through experiential and personal activities within the Personal and Professional Development (PPD) modules that are a key element of each year. These activities are linked throughout the course to content being addressed in other module being taken concurrently.

Reflective thinking is a key aspect of personal development and therefore the main arena for personal development planning is also within the PPD modules. This activity is designed to be progressive and cumulative throughout the course, moving from a focus on self-awareness and self-management in the first year, through consideration of the management of relationships with others in a professional context in the second year to an emphasis on management and leadership of others in the final year. In the second year this is also linked to employability through work experience and the facilitation of career planning skills. This learning is also supported by appropriate assessment.

Other external links providing expertise and experience

The course has been developed in accordance with the QAA UK Quality Code for Higher Education. See lonk below:

https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions

This course is fully validated by the Chartered Institute of Housing (CIH).

Career, employability and opportunities for continuing professional development

Health and social care provides career opportunities in a wide range of roles and contexts. Successful completion of the degree offers excellent career opportunities in the NHS, voluntary or independent sectors, for example in social enterprises, charity organisations or housing associations [accreditation by the Chartered Institute of Housing is a considerable advantage in following this option]. Within these contexts, it is possible to focus on a number of areas including quality, commissioning, policy, research, public health and service management. Careers can also be followed in roles such as health administration, care management, education, community development and nursing and social work [these last two will require additional qualifications to enable graduates to practice].

Career opportunities

Successful completion of your degree offers excellent career opportunities in the fields of health and social care. This may be within the NHS, voluntary or independent sectors. Our graduates have found careers in mental health and medical rehabilitation, and as support workers in the NHS, housing associations and charity organisations.

Entry requirements

In addition to the University's standard entry 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)
  • GCSE English Language 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.

Official use and codes

Approved to run from 2019/20 Specification version 1 Specification status Validated
Original validation date 13 Sep 2019 Last validation date 13 Sep 2019  
Sources of funding HE FUNDING COUNCIL FOR ENGLAND
JACS codes
Route code HSCAFY

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 FRI AM
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          NORTH AUT MON EV
IF3058 Reflecting on Self and Society Core 15 NORTH SPR THU PM
          NORTH SPR WED PM
          NORTH SPR THU AM
          NORTH SPR MON AM
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IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SPR THU PM
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IF3060 Researching Discrimination Core 15 NORTH SPR THU PM
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IF3061 Researching Inequality Core 15 NORTH SUM THU AM
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IF3063 Media, Crime and 'Race' Core 15 NORTH SUM MON AM
          NORTH SUM TUE AM
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IF3071 Fundamentals of Health and Social Care Core 15        
IF3073 Interventions for Change Core 15 NORTH SUM WED AM
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Stage 1 Level 03 January start Offered

Code Module title Info Type Credits Location Period Day Time
IF3050 Critical Thinking Core 15 NORTH SPR WED AM
          NORTH SPR TUE AM
          NORTH SPR TUE PM
          NORTH SPR MON PM
          NORTH SPR TUE PM
          NORTH SPR MON PM
          NORTH SPR WED AM
          NORTH SPR TUE AM
          NORTH SPR TUE PM
          NORTH SPR MON PM
IF3058 Reflecting on Self and Society Core 15 NORTH SPR THU PM
          NORTH SPR WED PM
          NORTH SPR THU AM
          NORTH SPR MON AM
          NORTH SPR THU AM
          NORTH SPR MON AM
          NORTH SPR THU PM
          NORTH SPR WED PM
          NORTH SPR THU AM
          NORTH SPR MON AM
IF3059 Social Issues in Context: Text to Essay Core 15 NORTH SPR THU PM
          NORTH SPR WED EV
          NORTH SPR THU AM
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IF3060 Researching Discrimination Core 15 NORTH SPR THU PM
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IF3061 Researching Inequality Core 15 NORTH SUM THU PM
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          NORTH SPR MON EV
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IF3063 Media, Crime and 'Race' Core 15 NORTH SUM TUE AM
          NORTH SUM MON AM
          NORTH SUM MON AM
          NORTH SUM TUE PM
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          NORTH SUM MON AM
          NORTH SUM TUE PM
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          NORTH SUM TUE PM
IF3071 Fundamentals of Health and Social Care Core 15        
IF3073 Interventions for Change Core 15 NORTH SUM WED AM
          NORTH SUM TUE PM
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          NORTH SUM MON PM
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Stage 2 Level 04 October start Offered

Code Module title Info Type Credits Location Period Day Time
SH4007 Introduction to Health & Social Care; concepts ... Core 30 NORTH SPR+SUM MON AM
          NORTH AUT+SPR FRI AM
SH4008 The Context of Health & Social Care: cultural, ... Core 30 NORTH SPR+SUM MON PM
          NORTH AUT+SPR FRI PM
SH4050 Introduction to Effective Practice in Health & ... Core 15 NORTH SPR TUE PM
          NORTH AUT THU PM
SH4051 An introduction to Knowledge and Inquiry in Hea... Core 15 NORTH SUM TUE PM
          NORTH SPR THU PM
SH4052 Personal & Professional Development; self-manag... Core 15 NORTH AUT THU AM
SH4053 Academic skills & literacy: finding & presentin... Core 15 NORTH AUT THU AM

Stage 3 Level 05 September start Offered

Code Module title Info Type Credits Location Period Day Time
SH5008 Advancing the health of the population: Underst... Core 30 NORTH AUT+SPR MON AM
SH5009 Ethical Research in Professional Contexts Core 30 NORTH AUT+SPR TUE AM
SH5052 Issues in Health, Illness & Society Core 15 NORTH SPR TUE PM
SH5053 Personal & Professional Development; managing p... Core 15 NORTH AUT+SPR MON PM
SH5054 Academic skills & literacy: developing critical... Core 15 NORTH AUT+SPR MON PM
SH5W51 Becoming employable Core 15 NORTH AUT TUE PM

Stage 4 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
SH6007 Effective responses to emerging issues in healt... Core 30        
SH6057 Personal & Professional Development; management... Core 15        
SH6058 Academic skills & literacy: effective critical ... Core 15        
SH6P06 Project Core 30        
SH6055 Mental health & well being Option 15        
SH6056 Global Health Option 15        
SS6057 Homelessness and Housing Policy Option 15 NORTH AUT THU AM
SS6058 Housing Issues and Housing Solutions Option 15 NORTH SPR THU AM