UDHSCAFY - BSc (Hons) Health and Social Care (including foundation year)

The BSc (Hons) Health and Social Care course prepares students with the knowledge, skills, and professional values needed to address health inequalities and advance inclusive, ethical practices in health and social care. Guided by critical social theory and social justice, students will learn to examine and critique societal structures and dominant ideologies that perpetuate health disparities. Through an interdisciplinary approach, students will explore how social, cultural, political, and economic factors influence health outcomes, enabling them to drive meaningful change for individuals and communities, especially marginalised groups.

The ESJF tool has been used to ensure that all modules in the curriculum align with the principles of the Education for Social Justice Framework (ESJF). This approach emphasises fostering a learning environment where students are encouraged to actively participate as partners in their educational journey, fully reflecting the university's commitment to social justice in education. Digital inclusivity is embedded through the use of online learning resources and recorded lectures in our teaching and learning strategies. Some of these strategies include lectures and seminars, complemented by access to course materials via the university’s virtual learning environment. Some modules include alternative assessment formats to ensure accessibility for all students. Interactive teaching methods including lectures and seminar activities, group discussions, and problem-solving tasks are designed to engage students in contemporary health issues and promote active, reflective learning. This inclusive approach integrates diverse perspectives and the diverse experiences of students and communities, encouraging students to draw on and share their unique backgrounds through collaborative learning in lectures, seminars, and assessments. The course has a variety of assessments that allow students to apply personal experiences with the knowledge gained from course modules, supporting the achievement of learning outcomes and fostering a deeper understanding of complex health and social care issues. Personal and Professional Development and Academic Skills and Literacy are key components of the course, embedded across all modules through lectures, seminars, and assessments (e.g., SH4011, SH4012, SH5011, SH5062, SH5W03, SH6009, SH6056). These skills are developed progressively, encouraging students to reflect and apply them in their interactions with staff, peers, the wider university community and beyond (e.g., work settings).

During induction, organised across all levels, students will be introduced to their peers, the teaching team, Academic Mentor, Library staff and the university systems. This period helps students familiarise themselves with the resources and support services available, setting a foundation for successful learning and engagement.

The course supports students’ learning and development progressively through a curriculum organised around three core themes: Core Concepts in Health, Development, and Society; Research and Ethical Practice; and Inclusive Practice and Management. This thematic structure equips students with both foundational knowledge and the flexibility to specialise in areas of interest, aligning with sector demands and enhancing their employability upon graduation. In the Core Concepts in Health, Development, and Society theme, students will explore social determinants of health, the life course, integrated care and societal influences on health outcomes. This will help build on sustainability principles through systems thinking, encouraging students to critically examine long-term impacts of policies and health interventions on communities and the environment. This holistic perspective prepares students for complex social challenges in professional roles, while also fostering their professional identity and self-awareness to engage with diverse communities. The Research and Ethical Practice theme will help students develop their research and ethical decision-making skills, equipping them to apply evidence-based approaches for informed decision-making. These transferable skills will equip students for roles that require analytical skills, critical thinking, ethical integrity and effective management, enabling adaptability across diverse professional environments. Through the Inclusive Practice and Management theme, students will learn culturally inclusive care practices and management, preparing them to work effectively with diverse populations while leading with a commitment to social justice. Enterprise and entrepreneurship skills are integrated in some of the modules within the Inclusive Practice and Management theme to enhance students' self-awareness, strategic thinking, and career planning, supporting their ability to innovate and lead in evolving health and social care settings. In their final year, students will have the option to specialise in modules that align with their career interests, such as mental health, leadership in health and social care, global health or public health and health promotion. This will help students establish a strong professional identity, positioning them with the skills to transition into further study or roles in health and social care, public health, and social services.

The course aims to produce graduates who are critical thinkers, ethical practitioners, and advocates for social justice within health and social care. By examining health systems, policies, and practices through interdisciplinary perspectives, students develop the skills and knowledge to evaluate and address health inequities. The course equips students to apply critical social theory and research skills to real-world challenges, fostering a professional identity rooted in inclusivity, ethical decision-making, and resilience. Through specialised modules and practice-based learning, the course also supports career readiness and lifelong learning, positioning graduates to lead and adapt in diverse health and social care roles.

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

10.demonstrate confidence, resilience, ambition and creativity and act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline

The course has been developed in accordance with the QAA Subject Benchmark Statement for Health Studies here:

The BSc (Hons) Health and Social Care assessment strategy is designed to foster critical thinking, ethical practice, and professional readiness, in alignment with the Education for Social Justice Framework (ESJF). Assessments are informed by ongoing reflection and are underpinned by current research and practice, ensuring they are relevant and effective in promoting students' understanding and engagement with real-world health and social care challenges.

To establish a shared understanding of academic expectations, staff and students engage in regular dialogue around assessment criteria and feedback. This dialogue is facilitated in seminars, tutorials, and formative assessment sessions, allowing students to gain clarity on assessment requirements and develop confidence in meeting assessment standards. Students are provided with structured opportunities to build skills in academic integrity, critical analysis, and evidence-based practice, equipping them with the knowledge to engage in good academic practice across all types of assessments.

The course assessment strategy is designed with thoughtful attention to timing, volume, and progression. Formative assessments are integrated throughout the course, offering students practice in applying concepts and receiving early feedback, which prepares them for summative assessments. These formative opportunities support skill development in areas such as research, communication, and decision-making, which are critical for final-year projects and other assessments. Summative assessments are varied and appropriately spaced to allow students to demonstrate their mastery of the learning outcomes without undue overlap, facilitating a comprehensive evaluation of their knowledge and skills.

Feedback on assessments is timely, constructive, and developmental. Students receive feedback on both formative and summative assessments, highlighting strengths and areas for improvement to support their ongoing development. This feedback is aligned with the ESJF’s commitment to inclusivity and student empowerment, encouraging students to reflect on their learning and progress.

Clear, consistent procedures for marking and moderation ensure that assessments are fair and reliable. The assessment process includes a moderation process, with assessment criteria and rubrics accessible to students. Staff involved in marking engage in calibration exercises to maintain consistency and uphold academic standards. This structured approach to assessment and feedback supports students’ academic growth and prepares them for practice in health and social care.

The SH5W03 Preparing for Practice module serves as the core work-based learning experience within the BSc (Hons) Health and Social Care course. This module is designed to provide students with valuable exposure to real-world health and social care environments, bridging the gap between academic learning and practice. This will enable students to gain hands-on experience in areas such as communication, teamwork, and culturally responsive care. Throughout their placement, students are encouraged to engage in reflective practice, supported by mentorship from both academic staff and workplace supervisors. This reflective approach helps students critically assess their skills, identify areas for growth, and better understand the dynamics of different roles within the sector. By completing this work-based module, students enhance their employability and are better prepared for the demands of the health and social care field. They graduate with practical experience, a stronger professional identity, and a network of industry contacts, making them well-positioned to pursue careers in health and social care or related fields upon graduation.

No requirements to take particular modules to gain specific 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.

The course promotes reflective learning and Personal Development Planning (PDP) through a structured and supportive framework embedded across modules and designed to cultivate student growth. At the heart of this approach is the integration of reflective practice into teaching activities across diverse modules, encouraging students to critically evaluate their experiences, learning, and skills. Guided reflection exercises, peer feedback, and dedicated tutor support facilitate this process, enabling students to identify their strengths, pinpoint areas for improvement, and set clear learning goals.

Moreover, the course includes structured opportunities for both self-assessment and peer assessment, which foster a collaborative learning environment. In this space, students engage in meaningful discussions that challenge their assumptions and broaden their perspectives, promoting an inclusive approach that values diverse experiences and backgrounds. Such collaborative dialogue not only enhances their reflective capabilities but also equips them with essential interpersonal skills for effective engagement within the health and social care sectors.

By embedding reflective learning and PDP throughout the curriculum, the course empowers students to become lifelong learners who are adaptable and self-aware, ready to navigate the complexities of the health and social care landscape. This commitment to reflective practice ensures that graduates emerge as well-rounded, socially responsible practitioners, fully prepared to excel in their future roles.

The course has been developed in accordance with the QAA UK Quality Code for Higher Education here

Graduates of the BSc (Hons) Health and Social Care course are equipped with a diverse skill set, opening up a wide range of career and further study opportunities. The course's interdisciplinary, research and critical social theory focused curriculum prepares students for roles in healthcare, social care, public health, mental health services, community health organisations, policy development, and health promotion. With skills in critical analysis, evidence-based decision-making, inclusive practice, and ethical leadership, graduates are well-suited for positions in local government, non-profits, and healthcare organisations, as well as for specialised roles in areas like advocacy, community outreach, and case management.

The practical experience gained through the Preparing for Practice module enhances employability by providing students with direct experience with real-world settings, where they apply theory to practice and develop a professional identity valued by employers. Additionally, the course’s emphasis on cultural competence, resilience, and adaptability equips students to navigate complex challenges, making them strong candidates in a competitive job market.
For those interested in continuing their professional development, the course provides a strong foundation for postgraduate study in various master's programmes such as Public Health, Health and Social Care Leadership and Management, Social Work, Health Promotion, Mental Health Nursing or Global Health. The course also nurtures a commitment to lifelong learning, which is crucial for advancement in the health and social care sector.

By fostering critical thinking, reflective practice, and interpersonal skills, the course enables students to make meaningful contributions to their communities and adapt to evolving professional demands. This blend of theoretical knowledge, practical experience, and personal growth prepares graduates not only for immediate employment but also for sustained career development and success in their chosen field.

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

Our health, social care and early childhood studies graduates have gone onto to work as early years practioners, nursery teachers and managers, mental health officers, support workers and nurses at various employers including Kings College Hospital, the NHS and various schools and nurseries.

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)