UDYTHSFY - BSc (Hons) Youth Studies (including foundation year)
Course Specification
Validation status | Validated | |||||||||||
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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, Community and Youth | |||||||||||
Attendance options |
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Course leader |
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The preparatory year of the four-year extended degree programme 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 (Hons) Youth Studies has been designed to provide an understanding of youth in its social, cultural and political context. It is an integrated and inter-disciplinary programme of study, which comprises of both theoretical and practice-based elements. The course draws on the insights and methodologies of youth and community work, cultural studies, criminology, media studies and sociology and aims to develop graduate attributes of self-awareness, performance in a variety of idioms and contexts, and ethical and creative considerations.
Students undertake a series of taught modules in the key areas of youth studies. The teaching and learning strategies applied throughout modules within the course aim to develop the student’s skills and knowledge and understanding of youth studies. The teaching programme provides the underpinning basis for learning. Student’s thinking and practical skills are developed through complementary activities including lectures, seminars, workshops, on-line educational resources, tutorials and assignments.
The teaching team comprises experienced university staff, who will be able to guide and direct both in-class and independent study. In addition, students are expected to complement formal teaching with guided VLE learning resources and self directed learning and completion of specified assignments. Students are encouraged to use all open spaces of study available to them within North campus.
The course will also promote the student’s self management and a reflective approach to their learning with a view to enhancing their personal and professional development. Students will be encouraged to develop a personal development plan in preparation for employment through reflecting on their learning from the modules.
Course aims
The BSc Youth Studies with Foundation Year programme aims to engage students in learning that integrates subject knowledge, professional practice and theory. It aims to develop students who are socially mobile, socially aware and driven by values, such as social justice and equality. Students will be able to apply knowledge related to youth studies and will develop transferable and employability skills. The course aims to develop individuals who will embody community spirit, authentic leadership and resilience, using professional skills to transform their own lives, and the prospects of young people, as well as marginalised communities and individuals.
Moreover, the aims of the BSc Youth Studies with Foundation Year course are:
• to provide students with a programme of study that is both intellectually stimulating and offers opportunities to explore and examine local, national and global issues and developments that shape young people's lives and life experiences;
• to equip students with practical and transferable skills necessary for employment and further education and research studies;
• to develop intellectual and practical skills in the collection, examination, interpretation and understanding of qualitative and quantitative sources relevant to the analysis of the ways young people experience and engage with contemporary society;
• to equip students with tools and knowledge grounded in principles and values of anti-oppressive and -discriminatory practice to minimise power hierarchies while facilitate an environment that builds the power of those who hold a marginalised identity; and,
• to develop skills of self-evaluation and reflection, critical thinking and communication for the interpretation and analysis of social and cultural issues and problems.
Course learning outcomes
By the end of the preparatory year the student is expected to be able to:
1. Communicate ideas about their subject and other related disciplines orally and in writing at a level appropriate for undergraduate study.
2. Be prepared for undergraduate study, working both individually and in groups in a higher education institution.
3. Develop and use independent learning, study skills and digital skills needed to make the transition to the next year of study.
4. Record and reflect on their own learning and use this to evaluate their achievement and formulate realistic plans to reach clear goals.
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Youth Studies, including a coherent and detailed knowledge of some specialist areas in depth.
On successful completion of this 3-year degree course students will be able to:
1. deploy accurately established techniques of analysis and enquiry within Youth Studies;
2. devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Youth Studies;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Youth Studies, 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 Youth Studies);
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
Principle QAA benchmark statements
National Occupational Standards for Youth Work
Assessment strategy
The purpose of the assessments is to reinforce students learning through a structured and time-bound process of reflection, presentation and writing. Students understanding of each of the module aims and learning outcomes will be assessed throughout each module. A range of assessment methods will be used for formative and summative assessment. The forms of assessment have been designed to test students’ knowledge of each of the modules.
Assessment is the responsibility of the academic staff delivering the modules and the teaching team will be responsible for marking.
Students are assessed through a variety of methods including poster and oral presentations, reports, examinations, practical reports and reviews, case studies, mind-maps, seminar presentations and essays. Transferable skills have been embedded in the learning outcomes of the core modules.
In line with the Faculty’s assessment strategy, the course will provide feedback on finished work and redirect that work into providing feedback on draft submissions. Students will be given clear deadlines for handing in drafts and, if they meet these deadlines, will be guaranteed to receive feedback in time to allow them to improve their final submission.
Organised work experience, work based learning, sandwich year or year abroad
There will be opportunities for students to study for part of their degree in another European country. ERASMUS is part of the European Union SOCRATES programme for cooperation in the field of education. Under ERASMUS the University has student exchange agreements with 16 different European countries.
Modules required for interim awards
Certificate in Higher Education
4 core modules at level 4
Diploma in Higher Education
4 core modules at level 4 (120 credits) plus:
4 core modules at level 5 (90 credits) plus any option (30 credits)
Arrangements for promoting reflective learning and personal development
Students develop reflective learning skills within each of the taught modules and across the different levels of the course. At Level 4 students will be introduced to a broad range of learning models of reflective learning and will be encouraged to develop their personal development portfolio (PDP) to critically review their learning experiences, set their future personal and academic goals and evaluate their progress towards these goals.
During Level 5 studies students will build on their understanding of Level 4 core modules and be encouraged to reflect more analytically on their learning of the inter-relationship between theory and practice through a critical engagement with the module content and more challenging resource materials. The assessment and feedback process will further develop their analytical and self-evaluation skills. Students will also continue to build their PDP.
During Level 6 studies students will consolidate their reflective learning particularly through the research-based module, which enables students to develop specialism in a negotiated key area of youth studies. Supervisors will initially assist with the clarifying the terms of the research project, establishing a timetable for the research and subsequent meetings. Supervisors will also direct in regards to background reading as well as advise on report formats, writing and statistical analysis. Students will review their personal development plan in the context of preparing for employment / further research.
Career, employability and opportunities for continuing professional development
Successful completion of the course offers improved career opportunities within commercial, public and voluntary sector bodies. Fields of particular relevance include youth & community work, youth justice, housing, education, welfare rights, social policy and social research. The programme is also excellent preparation for further research or study.
Career opportunities
On graduation from the full four-year degree, you’ll have a wide choice of careers within an array of commercial, public and voluntary sector bodies. In particular, the degree will allow you to go into fields of community and youth work, social research, housing, education and drug services.
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)
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.
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 |
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Original validation date | 20 Dec 2019 | Last validation date | 20 Dec 2019 | ||
Sources of funding | HE FUNDING COUNCIL FOR ENGLAND | ||||
JACS codes | |||||
Route code | YTHSFY |
Stage 1 Level 03 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
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IF3050 | Critical Thinking | Core | 15 | NORTH | AUT | WED | PM | |
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IF3058 | Reflecting on Self and Society | Core | 15 | NORTH | AUT | THU | AM | |
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IF3059 | Social Issues in Context: Text to Essay | Core | 15 | NORTH | SPR | THU | AM | |
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IF3060 | Researching Discrimination | Core | 15 | NORTH | AUT | WED | PM | |
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IF3061 | Researching Inequality | Core | 15 | NORTH | SPR | THU | AM | |
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IF3063 | Media, Crime and 'Race' | Core | 15 | NORTH | AUT | THU | AM | |
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IF3067 | Introduction to Community and Society | Core | 15 | NORTH | SPR | FRI | AM | |
IF3073 | Interventions for Change | Core | 15 | NORTH | SPR | THU | AM | |
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Stage 1 Level 03 January start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
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IF3050 | Critical Thinking | Core | 15 | |||||
IF3058 | Reflecting on Self and Society | Core | 15 | |||||
IF3059 | Social Issues in Context: Text to Essay | Core | 15 | NORTH | SPR | THU | PM | |
NORTH | SPR | THU | AM | |||||
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NORTH | SPR | TUE | PM | |||||
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NORTH | SPR | MON | PM | |||||
NORTH | SPR | MON | AM | |||||
IF3060 | Researching Discrimination | Core | 15 | |||||
IF3061 | Researching Inequality | Core | 15 | NORTH | SPR | THU | PM | |
NORTH | SPR | THU | AM | |||||
NORTH | SPR | WED | AM | |||||
NORTH | SPR | TUE | AM | |||||
NORTH | SPR | MON | AM | |||||
IF3063 | Media, Crime and 'Race' | Core | 15 | |||||
IF3067 | Introduction to Community and Society | Core | 15 | NORTH | SPR | FRI | AM | |
IF3073 | Interventions for Change | Core | 15 | NORTH | SPR | THU | PM | |
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Stage 2 Level 04 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
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SC4000 | Introduction to Criminological Theory | Core | 30 | |||||
SS4011 | Principles of Community Work | Core | 30 | |||||
SS4039 | Introduction to social problems | Core | 30 | |||||
SW4005 | Introduction to Working with Young People | Core | 30 | NORTH | AUT+SPR | TUE | AM | |
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Stage 3 Level 05 September start Offered
Stage 4 Level 06 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
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SS6009 | Management and Supervision in Youth and Communi... | Core | 30 | NORTH | AUT+SPR | TUE | PM | |
SS6P07 | Community and youth dissertation | Core | 45 | NORTH | AUT+SPR | THU | PM | |
SC6004 | Social Control, Drugs and Organised Crime | Option | 30 | NORTH | AUT+SPR | FRI | AM | |
SS6057 | Homelessness and Housing Policy | Option | 15 | NORTH | AUT | THU | AM | |
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SS6058 | Housing Issues and Housing Solutions | Option | 15 | NORTH | SPR | THU | AM | |
SS6083 | Counselling in groups | Option | 15 | NORTH | SPR | THU | AM | |
SS6084 | Community activism and digital campaigning | Option | 15 | |||||
SS6W02 | Work Placement for professional development | Option | 45 | NORTH | AUT+SPR | THU | PM | |
SW6055 | International relationship-based practice for s... | Option | 15 | NORTH | AUT | THU | AM | |
XK0002 | Extension of Knowledge Module | Option | 15 | NORTH | SPR | NA | ||
XK0000 | Extension of Knowledge Module | Option | 15 | NORTH | SPR | NA | ||
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