UDHLSCPY - BSc Health and Social Policy
|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
Health and Social Policy lends itself to a variety of teaching and learning styles and these are, in turn, reflected in the variety of delivery and assessment tools employed throughout the course. Lectures, workshops, seminars and presentations are supplemented by group work and case-study approaches. Seminars and workshops are the main vehicle for cognitive development. Seminar work involves a large element of student choice and self-management. Active learning involves students in making decisions about what they explore (within the parameters of the module) and how they do it.
Teaching methods are tailored to key aspects of the learning situation such as content, task and learner characteristics. In common with the ethos and practice of the School, the teaching and learning methods used to deliver the course aims are varied. There is an emphasis upon the link between teaching and research so that staff research provides the basis for teaching on a range of modules.
The course integrates face-to-face with online learning at all levels. All modules also use Weblearn/Blackboard to provide key information and learning resources. Advanced use of VLE on the course includes online tests and assessment, discussions, and feedback.
The overall aims of the Health and social policy course are:
• develop awareness, interests and understanding of students from diverse social backgrounds on the impact of environmental, health and social factors on health outcomes for people in contemporary society.
• fulfil the role of providing for those who choose to study the discipline for their own intellectual and personal development
• provide an appropriate education and training for students wishing to pursue careers in health, social and public policy-related fields in the private, public and voluntary and health sectors.
• equip and prepare students with practical and transferable skills for research in the ‘real world’ by providing modules which address multi-disciplinary concerns and are directly relevant to a variety of health and other public issues.
The above aims are to be met by:
• encouraging students to develop a critical appreciation of health and welfare issues
• developing a varied range of teaching and learning experiences,
• adopting effective formative and summative assessment methods,
• providing appropriate learning resources and student support.
Course learning outcomes
The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of Health and Social Policy, 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 Health and Social Policy;
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 Policy;
3. describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Health and Social Policy, 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 Policy;
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
Learning Outcomes cover LO1-9
Principle QAA benchmark statements
Health Studies and Social Policy
Health and Social Policy lends itself to a variety of teaching and learning styles and these are, in turn, reflected in the variety of assessment tools employed throughout the course. Within the general principle of mixed mode assessment can be found a diversity of instruments: seen and unseen examinations, short answer papers, practical reports and reviews, case studies, group assessment projects, seminar presentations and essays. Transferable skills have been embedded in the learning outcomes of the core modules. They have been mapped to ensure that they are assessed at every level.
Organised work experience, work based learning, sandwich year or year abroad
The module SH5W01 is a 30 credit core module for all students 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. The module includes placement opportunities.
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.
Arrangements for promoting reflective learning and personal development
The Health and Social Policy course progresses from general introductory level to the development of more specialist concerns/areas, building upon the knowledge, practical skills and experience gained at each stage. Progression is reflected in different learning outcomes at each level. For example, students are helped to move from basic skills of description and information gathering at Level 4, through to interpretation and data manipulation at Level 5, and finally at Level 6 level being able to critically appraise and synthesise evidence. Reflective learning is essential as it helps Health and Social Policy students to develop critical and analytic approaches to their learning, self-awareness and skill development, and in the further professional development after qualification
The principles of reflective learning are integrated into level 4 modules. Together these modules provide students with a broad appreciation of the discipline, issues and debates relating to welfare, and an introduction to some of the basic academic and transferable skills involved in studying Health and Social Policy at degree level. Students therefore begin the processes of personal development planning in these core modules and start to build up a record of achievements at this level.
At Level 5 students build on Level 4 core modules and develop their theoretical, methodological and critical thinking skills. In particular, students are provided with opportunity to reflect upon the relationship between theory and practice, ideology and policy, policy intentions and policy outcomes, within a British social policy context. This learning is also complemented through the development of critical thinking around ethical dilemmas and the generation of evidence through understanding of research principles.
At Level 6 the core modules enable students to reflect as they undertake their Health Project. These modules also require students to reflect on the current condition of the discipline in terms of the application of welfare research to issues of current public concern. Their individual project provides an opportunity for students to consolidate this reflection, bringing together particular substantive areas of interest with methodological issues and considering how this might provide a basis for their further self and career development and contribution to the wider social world in the future.
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
Successful completion of this course offers improved career opportunities in health and social care, including social enterprises, journalism, social research and the public services. The programme is also excellent preparation for further research or study.
Successful completion of this course offers improved career opportunities in the fields of health and social care fields. This may be within the NHS, voluntary and independent sectors.
The programme is also excellent preparation for further research or postgraduate study.
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)
If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Social Sciences and Humanities Extended Degree.
Applications are welcome from mature students who have passed appropriate Access or other preparatory courses or have appropriate work experience.
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
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 Not currently offered
|SH4001||Introducing Health and Social Care||Core||30|
|SH4003||Culture, Society and Ethics||Core||30|
|SS4007||Social Problems and Social Issues||Core||30|
|SS4017||Introducing Social Policy||Core||30|
Stage 2 Level 05 September start Offered
|SH5000||Ethics and Research in Professional Contexts||Core||30|
|SH5004||Contemporary Issues in Health and Social Care 1||Core||30|
|SH5W01||Development for Employment||Core||30|
|SS5015||Social Problems and Social Policy||Core||30||NORTH||AUT+SPR||MON||AM|
Stage 3 Level 06 September start Offered
|SH6053||Contemporary Issues in Health and Social Care 2||Core||15||NORTH||SPR||FRI||AM|
|SH6054||Research Methods and Evaluation Skills||Core||15||NORTH||AUT||FRI||AM|
|SS6082||Comparative and Global Social Policy||Core||15||NORTH||SPR||TUE||AM|
|SS6057||Homelessness and Housing Policy||Option||15||NORTH||AUT||THU||AM|
|SS6058||Housing Issues and Housing Solutions||Option||15||NORTH||SPR||THU||AM|