UDHSCARE - BSc Health and Social Care
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Social Professions|
|Subject Area||Health, Social Care and Early Childhood|
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
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:
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 link below:
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].
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
This course is fully validated by the Chartered Institute of Housing (CIH).
This programme is aligned to Skills for Health, allowing you to link your learning directly to employment opportunities in the sector.
Successful completion of this course offers improved career opportunities in the sector, which may be within the NHS, voluntary or independent sectors. You'll be able to progress into a variety of roles, including:
- compliance management
- local authority care management
- policy development
- quality assurance
This degree is also excellent preparation for postgraduate study and you’ll be able to continue your study on courses such as our Health and Social Care Management and Policy MSc or Public Health MSc.
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 or Advanced Diploma)
- English Language GCSE at grade C/grade 4 or above (or equivalent)
You are welcome to apply as a mature student if you have passed appropriate access or other preparatory courses or have appropriate work experience.
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Health and Social Care (including foundation year) BSc (Hons) or Social Sciences and Humanities (including foundation year) BA (Hons).
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||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Sep 2013||Last validation date||01 Sep 2013|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||L400 (Social Policy): 100%|
Stage 1 Level 04 September start Offered
|SH4007||Introduction to Health & Social Care; concepts ...||Core||30||NORTH||AUT+SPR||FRI||AM|
|SH4008||The Context of Health & Social Care: cultural, ...||Core||30||NORTH||AUT+SPR||FRI||PM|
|SH4050||Introduction to Effective Practice in Health & ...||Core||15||NORTH||AUT||THU||PM|
|SH4051||An introduction to Knowledge and Inquiry in Hea...||Core||15||NORTH||SPR||THU||PM|
|SH4052||Personal & Professional Development; self-manag...||Core||15||NORTH||AUT+SPR||THU||AM|
|SH4053||Academic skills & literacy: finding & presentin...||Core||15||NORTH||AUT+SPR||THU||AM|
Stage 1 Level 04 January start Offered
|SH4007||Introduction to Health & Social Care; concepts ...||Core||30||NORTH||SPR+SUM||MON||AM|
|SH4008||The Context of Health & Social Care: cultural, ...||Core||30||NORTH||SPR+SUM||MON||PM|
|SH4050||Introduction to Effective Practice in Health & ...||Core||15||NORTH||SPR||TUE||PM|
|SH4051||An introduction to Knowledge and Inquiry in Hea...||Core||15||NORTH||SPR||THU||PM|
|SH4052||Personal & Professional Development; self-manag...||Core||15||NORTH||SPR+SUM||TUE||AM|
|SH4053||Academic skills & literacy: finding & presentin...||Core||15||NORTH||SPR+SUM||TUE||AM|
Stage 2 Level 05 September start Offered
|SH5008||Advancing the health of the population: Underst...||Core||30|
|SH5009||Ethical Research in Professional Contexts||Core||30|
|SH5052||Issues in Health, Illness & Society||Core||15|
|SH5053||Personal & Professional Development; managing p...||Core||15|
|SH5054||Academic skills & literacy: developing critical...||Core||15|
Stage 3 Level 06 September start Offered
|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|
|SH6055||Mental health & well being||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|